Schools often set a large number of goals, making it difficult to plan, support, monitor, and match strategic levers in a systematic way. This study narrates the actions and findings of one instructional leadership team as they implement an eight week cycle of professional learning around a single focus. Scripted observations of teachers and students, achievement data, student work samples, as well as exit slips with action items recount the team members’ perspectives and experiences. The team chronicled its journey, which proved to be one of inquiry, trial and error, reflection and retooling. The study closes with highlighting the changes in both teachers’ instructional practices and school-wide improvement systems, the challenges and benefits, and the researcher’s interpretations and implications for school staffs.
","abstract_html":"<p>Schools often set a large number of goals, making it difficult to plan, support, monitor, and match strategic levers in a systematic way. This study narrates the actions and findings of one instructional leadership team as they implement an eight week cycle of professional learning around a single focus. Scripted observations of teachers and students, achievement data, student work samples, as well as exit slips with action items recount the team members’ perspectives and experiences. The team chronicled its journey, which proved to be one of inquiry, trial and error, reflection and retooling. The study closes with highlighting the changes in both teachers’ instructional practices and school-wide improvement systems, the challenges and benefits, and the researcher’s interpretations and implications for school staffs.</p>","abstract_has_math":false,"creators":["England, Elizabeth A"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Terry J Smith","Dr. Gerry Spinella","Dr. Jack Denny"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-08-01T07:00:00Z","date_published":"2015-08-01T07:00:00Z","updated_at":"2026-07-24T03:20:25Z","subjects":["professional learning","cycle","instructional","leadership team","Educational Administration and Supervision"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/141","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Terry J Smith","Dr. Gerry Spinella","Dr. Jack Denny"]},{"key":"dc:creator","label":"Author","values":["England, Elizabeth A"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-11T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["professional learning","cycle","instructional","leadership team","Educational Administration and Supervision"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/141"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Schools often set a large number of goals, making it difficult to plan, support, monitor, and match strategic levers in a systematic way. This study narrates the actions and findings of one instructional leadership team as they implement an eight week cycle of professional learning around a single focus. Scripted observations of teachers and students, achievement data, student work samples, as well as exit slips with action items recount the team members’ perspectives and experiences. The team chronicled its journey, which proved to be one of inquiry, trial and error, reflection and retooling. The study closes with highlighting the changes in both teachers’ instructional practices and school-wide improvement systems, the challenges and benefits, and the researcher’s interpretations and implications for school staffs.
"]},{"key":"dc:title","label":"Title","values":["One Instructional Leadership Team’s Journey through a Professional Learning Cycle"]}]}],"canonical_facts":{"dc:contributor":["Dr. Terry J Smith","Dr. Gerry Spinella","Dr. Jack Denny"],"dc:creator":["England, Elizabeth A"],"dc:date.available":["2016-03-11T08:00:00Z"],"dc:description.abstract":["Schools often set a large number of goals, making it difficult to plan, support, monitor, and match strategic levers in a systematic way. This study narrates the actions and findings of one instructional leadership team as they implement an eight week cycle of professional learning around a single focus. Scripted observations of teachers and students, achievement data, student work samples, as well as exit slips with action items recount the team members’ perspectives and experiences. The team chronicled its journey, which proved to be one of inquiry, trial and error, reflection and retooling. The study closes with highlighting the changes in both teachers’ instructional practices and school-wide improvement systems, the challenges and benefits, and the researcher’s interpretations and implications for school staffs.
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